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This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5134).

Synopsis

This unit prepares pre-service student teachers for the teaching of English as an additional language (EAL) to the full range of non-English speaking background students, including recently arrived students with limited English language skills, international students and others in a range of EAL contexts. Drawing on a range of research, it investigates the nature of English and the theory and principles of second language pedagogy, along with many other factors that have an impact on EAL teaching and learning. Particular attention is paid to the sociocultural contexts of learning and the need for sensitivity to linguistic and cultural diversity in schools. With reference to current curriculum documents, policy and assessment protocols, pre-service teachers learn to apply appropriate research methodology to the assessment of EAL learner needs, devise appropriate lessons to meet those needs and to select and adapt materials to work effectively to maximise the educational opportunities of all EAL learners. Links are made to the professional experience units in the course, both in terms of preparing students to undertake their practicum (including lesson planning and activities that incorporate the use of information and communication technology) and in guiding students' critical reflection on their practice during and after that practicum.

Outcomes

Upon successful completion of this unit students should be able to:

draw on existing research in the area of teaching EAL to enact subject appropriate research skills and meet the needs of EAL learners

access, adapt and develop materials and teaching activities and critically evaluate resources which meet the diverse needs and identities of EAL learners

plan and reflect on engaging lessons using communicative objectives and activities

assess the language needs and work of EAL learners

generate optimal conditions for language learning

appreciate the diverse cultural and language backgrounds of EAL learners and demonstrate sensitivity to differences between learners' cultures and that of the wider Australian community.